<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100423</article-id>
<article-id pub-id-type="doi">10.1590/1980531410245</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PAPEL DOS DISPOSITIVOS FORMATIVOS NO DESENVOLVIMENTO PROFISSIONAL DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ROLE OF TRAINING DEVICES IN TEACHER PROFESSIONAL DEVELOPMENT]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PAPEL DE LOS DISPOSITIVOS FORMATIVOS EN EL DESARROLLO PROFESIONAL DOCENTE]]></article-title>
<article-title xml:lang="fr"><![CDATA[LE RÔLE DES DISPOSITIFS DE FORMATION DANS LE DÉVELOPPEMENT PROFESSIONNEL DES ENSEIGNANTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arnosti]]></surname>
<given-names><![CDATA[Rebeca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Neto]]></surname>
<given-names><![CDATA[Samuel de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100423&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100423&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100423&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetivamos analisar dispositivos formativos, verificando que papel desempenham no desenvolvimento profissional docente. Realizou-se pesquisa qualitativa, de abordagem construtivo- -colaborativa, que envolveu 3 escolas e 92 sujeitos por meio de observação participante, grupos focais, questionários. Identificamos e produzimos dispositivos de acompanhamento dos alunos e dispositivos de acompanhamento socioprofissional. Verificou-se que os dispositivos se encontram na tênue linha entre revestir-se de caráter burocrático e/ou gerar significados formativos. Mostrou-se importante (re)elaborá-los coletivamente e contar com acompanhamento socioprofissional dos que coordenam o processo. Em situações exitosas, estes favoreceram o desenvolvimento organizacional da escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this study was to analyze training devices and see what role they play in teachers&#8217; professional development. We carried out a qualitative study with a constructive-collaborative approach through participant observation, focus groups and questionnaires involving 3 schools and 92 subjects. We identified and produced student monitoring devices and socio-professional monitoring devices. It turned out that the devices straddle the fine line between being bureaucratic and/or generating formative meanings. It proved to be important to (re)develop them collectively and have socio-professional support from those coordinating the process. In successful situations, the devices have assisted the school&#8217;s organizational development.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Nuestro objetivo es analizar los dispositivos formativos, verificando qué papel desempeñan en el desarrollo profesional docente. Se realizó una investigación cualitativa, con enfoque constructivo-colaborativo, que involucró 3 escuelas y 92 sujetos por medio de observación participante, grupos focales, cuestionarios. Identificamos y producimos dispositivos de seguimiento de alumnos y dispositivos de seguimiento socio-profesional. Se verificó que los dispositivos se encuentran en la delgada línea entre revestirse de carácter burocrático y/o generar significados formativos. Se mostró importante (re)elaborarlos colectivamente y contar con el apoyo socio-profesional de quienes coordinan el proceso. En situaciones exitosas, estos favorecieron el desarrollo organizacional de la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Notre but est d&#8217;analyser des dispositifs de formation, et repérer leur rôle dans le développement professionnel des enseignanst. Une recherche qualitative, avec une approche constructive et collaborative, a été menée comprenant 3 écoles et 92 sujets au moyen, d&#8217;observation participante, de groupes focales et de questionnaires. On a identifié et produit des dispositifs de suivi des élèves et des dispositifs de suivi socioprofessionnel. On a verifié que les dispositifs se situent à la frontière floue entre le format de caractère bureaucratique et/ou la génération de significations formatives. Il s&#8217;est avéré important de (ré)élaborer collectivement ces dispositifs et de compter sur un suivi socioprofessionnel des coordinateurs du processus les cas réussis ont favorisé le développement organisationnel de l&#8217;école.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[DESENVOLVIMENTO PROFISSIONAL]]></kwd>
<kwd lng="pt"><![CDATA[DESENVOLVIMENTO ORGANIZACIONAL]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES EM SERVIÇO]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL DEVELOPMENT]]></kwd>
<kwd lng="en"><![CDATA[ORGANIZATIONAL DEVELOPMENT]]></kwd>
<kwd lng="en"><![CDATA[IN-SERVICE TEACHER TRAINING]]></kwd>
<kwd lng="es"><![CDATA[DESARROLLO PROFESIONAL]]></kwd>
<kwd lng="es"><![CDATA[DESARROLLO ORGANIZACIONAL]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DOCENTE EN SERVICIO]]></kwd>
<kwd lng="fr"><![CDATA[DÉVELOPPEMENT PROFESSIONNEL]]></kwd>
<kwd lng="fr"><![CDATA[DÉVELOPPEMENT ORGANISATIONNEL]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION CONTINUE DES ENSEIGNANTS]]></kwd>
</kwd-group>
</article-meta>
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